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I. Dentre as dimensões da gestão escolar, a dimensão pedagógica é a que melhor encaminha as ações diretamente relacionadas ao processo de ensino e aprendizagem e envolve uma variedade de reflexões e tomada de decisões que orientam o projeto que a escola necessariamente precisa desenvolver. II. Para toda ação ou projeto educativo é mister a definição das concepções, dos conceitos e dos princípios, os quais nortearão o trabalho da escola, ignorando o que a comunidade escolar entende sobre a educação, a função da escola, a concepção de aprendizagem, de ensino e de avaliação, além da formação que se pretende assegurar aos/às estudantes.
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I. O Plano Nacional de Educação determina diretrizes, metas e estratégias para a política educacional. O PNE é uma lei que define metas e estratégias para o desenvolvimento da educação nacional, com vigência de 20 anos. II. O Plano Nacional de Educação inclui metas estruturantes, de redução das desigualdades, de valorização da diversidade e metas de valorização dos profissionais da educação. A cada cinco anos, ao longo do período de vigência do PNE, o Instituto Nacional de Estudos e Pesquisas Anísio Teixeira (INEP) publicará estudos para aferir a evolução no cumprimento das metas estabelecidas.
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I. A erradicação do analfabetismo e a universalização do atendimento escolar são diretrizes do Plano Nacional de Educação que devem ser compartilhadas apenas com os níveis de governo estadual e federal. II. Ao Conselho Nacional de Educação, além de outras atribuições que lhe forem conferidas por lei, compete: subsidiar a elaboração e acompanhar a execução do Plano Nacional de Educação; manifestar-se sobre questões que abranjam mais de um nível ou modalidade de ensino; assessorar o Ministério da Educação no diagnóstico dos problemas e deliberar sobre medidas para aperfeiçoar os sistemas de ensino, especialmente no que diz respeito à integração dos seus diferentes níveis e modalidades.
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I. O Plano Nacional de Educação prevê para a Educação Básica o atendimento a 88% da população na idade correta e a elevação da taxa bruta de matrícula na Educação Superior para 50%. II. O Plano Nacional de Educação inclui entre as suas diretrizes a formação do educando para o trabalho e para a cidadania, com ênfase nos valores morais e éticos em que se fundamenta a sociedade.
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I. O trecho “there are no flies on him”, em inglês, está corretamente grafado e seu significado equivale a “ele não é bobo e não se deixa enganar”. II. A grafia do trecho a seguir, em inglês, está correta: please lety me know your arrival. A tradução mais correta para esse trecho é: reunir-se com a família; reencontrar os familiares.
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The Literary Influences of Superstar Musician David Bowie
BY JOHN O'CONNELL ON 10/31/19 AT 5:00 AM EDT
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The Literary Influences of Superstar Musician David Bowie
BY JOHN O'CONNELL ON 10/31/19 AT 5:00 AM EDT
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The Literary Influences of Superstar Musician David Bowie
BY JOHN O'CONNELL ON 10/31/19 AT 5:00 AM EDT
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Available in: https://www.gocomics.com, accessed on February 18th,
2020. Garfield by Jim Davis
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Lessons for Americans, From a Chines Classroom
Observing how Chinese 2- and 3-year-olds navigated a second language, I wondered whether I could have done this for my children.
SHANGHAI — We sat in toddler-size wooden chairs around an orderly circle of Chinese 2-year-olds, busy with circle time. As a parent of three children who collectively spent 15 years in American day care, I am very familiar with circle time.
But I was in this Shanghai classroom as a professor, with college students from many different countries in a class I’m teaching here on children and childhood.
We were observing in a private kindergarten, designed to provide young children — starting at age 2 — with a carefully structured, fully bilingual curriculum, especially important because English language skills are vital for educational success in China.
Visits to Chinese educational institutions allow the college students in my course to get a look at real children and the ways that they learn, while also thinking about Chinese society today. They get windows onto certain slices of this complex country: a high-end private bilingual program that starts with toddlers; a city high school for academically gifted students; a middle school created for the children of the rural migrants who have come by the millions from China’s poorer provinces to work in Shanghai, but whose rights to social benefits are severely limited in the city.
These visits offer the college students insights into many of the social issues facing China, and we spend time in class discussing questions like the huge role that the annual gaokao college entrance exam plays in determining a child’s educational destiny (English is one of the required subjects), the pressures on families that create a culture of cram schools, and the controversies over reserving spots in colleges for kids from rural areas.
But all of those questions have powerful resonances when you think about the issues of childhood education and child development, which have to be addressed in every country. As my college students discuss the different facets of childhood around the world, visiting the Chinese schools also helps them in remembering and thinking about what children look like at different ages, and how they play and interact and learn.
Available in : https://www.nytimes.com/2020/01/20/, accessed on February 26th, 2020. Adapted
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REFERS TO QUESTION
Lessons for Americans, From a Chines Classroom
Observing how Chinese 2- and 3-year-olds navigated a second language, I wondered whether I could have done this for my children.
SHANGHAI — We sat in toddler-size wooden chairs around an orderly circle of Chinese 2-year-olds, busy with circle time. As a parent of three children who collectively spent 15 years in American day care, I am very familiar with circle time.
But I was in this Shanghai classroom as a professor, with college students from many different countries in a class I’m teaching here on children and childhood.
We were observing in a private kindergarten, designed to provide young children — starting at age 2 — with a carefully structured, fully bilingual curriculum, especially important because English language skills are vital for educational success in China.
Visits to Chinese educational institutions allow the college students in my course to get a look at real children and the ways that they learn, while also thinking about Chinese society today. They get windows onto certain slices of this complex country: a high-end private bilingual program that starts with toddlers; a city high school for academically gifted students; a middle school created for the children of the rural migrants who have come by the millions from China’s poorer provinces to work in Shanghai, but whose rights to social benefits are severely limited in the city.
These visits offer the college students insights into many of the social issues facing China, and we spend time in class discussing questions like the huge role that the annual gaokao college entrance exam plays in determining a child’s educational destiny (English is one of the required subjects), the pressures on families that create a culture of cram schools, and the controversies over reserving spots in colleges for kids from rural areas.
But all of those questions have powerful resonances when you think about the issues of childhood education and child development, which have to be addressed in every country. As my college students discuss the different facets of childhood around the world, visiting the Chinese schools also helps them in remembering and thinking about what children look like at different ages, and how they play and interact and learn.
Available in : https://www.nytimes.com/2020/01/20/, accessed on February 26th, 2020. Adapted
TEXT
REFERS TO QUESTION
Lessons for Americans, From a Chines Classroom
Observing how Chinese 2- and 3-year-olds navigated a second language, I wondered whether I could have done this for my children.
SHANGHAI — We sat in toddler-size wooden chairs around an orderly circle of Chinese 2-year-olds, busy with circle time. As a parent of three children who collectively spent 15 years in American day care, I am very familiar with circle time.
But I was in this Shanghai classroom as a professor, with college students from many different countries in a class I’m teaching here on children and childhood.
We were observing in a private kindergarten, designed to provide young children — starting at age 2 — with a carefully structured, fully bilingual curriculum, especially important because English language skills are vital for educational success in China.
Visits to Chinese educational institutions allow the college students in my course to get a look at real children and the ways that they learn, while also thinking about Chinese society today. They get windows onto certain slices of this complex country: a high-end private bilingual program that starts with toddlers; a city high school for academically gifted students; a middle school created for the children of the rural migrants who have come by the millions from China’s poorer provinces to work in Shanghai, but whose rights to social benefits are severely limited in the city.
These visits offer the college students insights into many of the social issues facing China, and we spend time in class discussing questions like the huge role that the annual gaokao college entrance exam plays in determining a child’s educational destiny (English is one of the required subjects), the pressures on families that create a culture of cram schools, and the controversies over reserving spots in colleges for kids from rural areas.
But all of those questions have powerful resonances when you think about the issues of childhood education and child development, which have to be addressed in every country. As my college students discuss the different facets of childhood around the world, visiting the Chinese schools also helps them in remembering and thinking about what children look like at different ages, and how they play and interact and learn.
Available in : https://www.nytimes.com/2020/01/20/, accessed on February 26th, 2020. Adapted
“I am very familiar with circle time, ____________”
1. Aula de exposição oral da matéria. 2. Aula de discussão ou trabalho em grupo. 3. Aula de estudo dirigido individual. 4. Aula de demonstração prática ou estudo do meio. 5. Aula de verificação para avaliação.
O resultado da somatória dos números correspondentes às afirmações corretas é:
( ) A avaliação somativa faz parte de uma realidade bastante comum dentro das escolas brasileiras, principalmente como princípio relacionado às avaliações externas. ( ) A avaliação somativa tem uma função diagnóstica, em razão de que terá uma classificação do estudante conforme os níveis de aplicação no fim de uma unidade, de um módulo, de uma disciplina, de um semestre, de um ano, de um curso. ( ) A avaliação formativa tem algumas especificidades como: levar em conta a criatividade, o desenvolvimento, o comportamento e a participação dos alunos nas atividades.
A ordem correta de preenchimento dos parênteses, de cima para baixo, é:
I. Facilitar o diagnóstico. II. Melhorar a aprendizagem e o ensino. III. Estabelecer situações individuais de aprendizagem.
Quais estão corretas?
I. Comodismo por parte dos sujeitos: não quererem a desacomodação que poderá vir em decorrência da concretização das ideias ali colocadas. II. Formalismo: perigo de reduzir o Projeto a uma sequência de passos, a simplesmente elaborar um documento, sem vida, sem significado, sem envolvimento com as ideias, com as propostas. III. Falta de experiência de caminhada comum enquanto grupo; a rotatividade das pessoas na instituição. IV. Nominalismo: achar que definir uma linha de trabalho para a escola é se 'filiar' a alguma concepção corrente (educação libertadora, construtivismo, etc.).
I. Saiba oferecer causas, muito mais que conteúdo. II. Promova o desafio. III. Gere necessidade, estimule e não apenas exija.
Quais estão corretas?
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